Week 4: Lesson Plan #7

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 California Common Core Standards ·       CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.

Lesson Objective:  What do you want students to know and be able to do? TPE: 1, 6 & 9 ·       Students will be able to comprehend a story after reading ·       Students will know how to compare and contrast different ideas from the story.

Assessment: Formal and Informal Assessment.   TPE: 2 & 3 ·       What evidence will the students produce to show they have met the learning objective? Students will listen to the story, then they must be able to answer the questions that show comprehension of the story. Students will need to compare and contrast on a special map to show that they have met the learning objective. ·       What modifications of the above assessment would you use for language learners and/or students with special needs? There will be other examples to show compare and contrast.

Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 ·       Prerequisite skills from prior school experiences Students have already been listening to stories being read to them. Students have also been using the bubble/word maps to organize their thoughts after reading the story.  ·       Strategy to connect school learning with prior experiential knowledge and/or cultural background Students will be able to hear a story related to their own personal experience at school. Students also will share about their own experience of how they have fun. ·       Pre-assessment strategy Students will answer questions about the story and share about themselves before comparing and contrasting with the kids in the story.

Academic Language. TPE: 7 & 9 ·       What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? We will need to know specific words such as: compare, contrast, different, similar, alike

Equity.  TPE: 4, 5, 6, 7 & 8 ·       How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels)  Describe your differentiated instructional strategy. Students will see visuals with the story to understand what is going on. Students will also talk about themselves and how they relate with the kids in the book in how they have fun as a kid.

Instructional Learning Strategies to Support Student Learning.  TPE: 1, 4, 5, 6, 9 & 10

What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.

Time 3 min  5 min 5 min 5 min 3 min

Teacher Intro: Teacher gathers students on rug. T brings out Leo the Lion b/c story is about lions. T: Today we need our friend Leo! L: Hello kids! I missed you all! I heard you all are going to hear a story about some people in my family! I love my family! What do you like about your family? Teacher introduces a book called Just Like Papa. Teacher reads the book to students. Teacher reviews what happened in the story by asking questions. Teacher brings out the Venn diagram and tells students they will need to compare and contrast today. Teacher asks students how Papa and the son are similar. Teacher asks how they are different. Closure: T leads a song for students to get up and move around. Wiggle our Waggles Away

Students Students engage with Leo the Lion and answer what they like about their families. Students listen quietly to the story. Students answer the questions and share about their comprehension of the story. Students answer the similarities between Papa and son. Students share the differences Papa and son. Students get up and choose different actions and dance to the song.

Resources/ Materials Book: Leo the Lion puppet Just Like Papa Compare/contrast map

Week 4: Lesson Plan #6

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 California Common Core Standards ·       CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.

Lesson Objective:  What do you want students to know and be able to do? TPE: 1, 6 & 9 ·       Students will be able to comprehend a story after reading ·       Students will know how to compare and contrast different ideas from the story.

Assessment: Formal and Informal Assessment.   TPE: 2 & 3 ·       What evidence will the students produce to show they have met the learning objective? Students will listen to the story, then they must be able to answer the questions that show comprehension of the story. Students will need to compare and contrast on a special map to show that they have met the learning objective. ·       What modifications of the above assessment would you use for language learners and/or students with special needs? There will be other examples to show compare and contrast.

Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 ·       Prerequisite skills from prior school experiences Students have already been listening to stories being read to them. Students have also been using the bubble/word maps to organize their thoughts after reading the story.  ·       Strategy to connect school learning with prior experiential knowledge and/or cultural background Students will be able to hear a story related to their own personal experience at school. Students also will share about their own experience of how they have fun. ·       Pre-assessment strategy Students will answer questions about the story and share about themselves before comparing and contrasting with the kids in the story.

Academic Language. TPE: 7 & 9 ·       What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? We will need to know specific words such as: compare, contrast, different, similar, alike

Equity.  TPE: 4, 5, 6, 7 & 8 ·       How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels)  Describe your differentiated instructional strategy. Students will see visuals with the story to understand what is going on. Students will also talk about themselves and how they relate with the kids in the book in how they have fun as a kid.

Instructional Learning Strategies to Support Student Learning.  TPE: 1, 4, 5, 6, 9 & 10

What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.

Time 2 min  5 min 5 min 5 min 3 min

Teacher Intro: Teacher gathers students on rug. Teacher introduces a book called Stellaluna. Before T reads story, T introduces things inside Book Box. T tells students to think about what the story might be about with these items. Teacher reads the book to students. T uses the things in the book box to emphasize some parts of the story. Ex: shine flashlight when bats use night vision. Teacher reviews what happened in the story by asking questions. Teacher brings out the Venn diagram and tells students they will need to compare and contrast today. Teacher asks students how bats and birds are similar. Teacher asks how they are different from the kids by pointing back to the pictures. Closure: T leads a song for students to get up and move around. Wiggle our Waggles Away

Students Students silently look at the items in the book box. T thinks and guesses what the story might be about through the book box. Students listen quietly to the story. Students answer the questions and share about their comprehension of the story. Students answer the similarities between birds and bats. Students share the differences between birds and bats. Students get up and choose different actions and dance to the song.

Resources/ Materials Book: Stellaluna Book Box: Bat TY beanie, bat toys, nest, owl, bird, bugs, gummy worms, dried mangos, flashlight Compare/contrast map

Week 3: Student Teaching Reflection #3

This week was a hectic, but well-spent week! For my observation lesson this past week, I really wanted to be creative and think outside of the box. It took me hours to prepare for this lesson and I hoped to bring in different elements to my 10 more, 10 less lesson. But during the whole process, I was so scared of how my kids would respond to me. I've been secretly scared of them the past couple of weeks, especially the ones who give me attitude. I know it sounds ridiculous, and I'm also really embarrassed to admit it, but I just don't know how to deal with these things! I've been hesitant in fully laying down the law and demanding for discipline and control with my kids, but this week I realized how important it is to do what we need to do as teachers in order to effectively teach. 

Through my lesson, I learned how helpful it is to have a lesson that is fully engaging and fun because the management part comes more naturally and easily. Just by stopping my lesson and not continuing onto the next thing on my agenda, my students were so eager to listen because they were anticipating to see the whole lesson! I realized that teachers can effectively manage and control the classroom by having a fun lesson for the students. At the same time, students need to know the consequences for their actions. I also realized how easily I let things go if a student does something because I just want to move on and not deal with it. However, we as teachers need to be clear with the rules and discipline our students when they are being disrespectful to others. During my lesson, I also was reminded of how unorganized I can be at times. I always assume that I can take care of things on the spot and try not focusing on the little details, but when I simply had to distribute the materials to the students, it was chaos. There are many little things I need to think about prior to doing my lesson and I also should model/scaffold better with my students. 

I am still trying to get the respect from the students as a student teacher. My students misbehave more often when I'm the only teacher in the classroom and it becomes really difficult for me to manage. I'm constantly attempting to be more strict and stern with my students. The other day, I had to bring my students into the classroom after lunch. Their daily routine is resting their heads on their desks with the lights off and some peaceful music on as they take turns drinking water. There is supposed to be no talking during this time, but since Ms. Franco was not in the classroom, they kept talking and talking. I kept reminding them that it was not the time to talk and they should be resting without talking, but STILL they continued talking! I reminded them that the rules did not change if Ms. Franco was not in the room, but they did not listen. I was so frustrated and realized that I need to show them that I meant business and was not here to joke around with them. I firmly told them to stand up, go back outside, and walk back in and rest quietly because their talking was unacceptable since they knew the rules and continued to disobey them. After that, they listened! I'm still trying to figure out the right balance like I've been mentioning before, but I hope to keep learning through experiences like these.  

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Jeff's Response:

Liz,

Finding the right balance between being strict and being nice can be difficult. Students will always test our limits and it is important for us to be consistent; when we say something, we must follow-through or they will stop believing us. One helpful lesson that I learned, is when students misbehave and I need to discipline them, I must be sure to not get angry. We need to be patient; even when we take away a privilege or lower a student's color, we explain why and let them know that they are being punished because they did something that they were not supposed to do, not because we are angry. Sometimes this can be difficult because students can push our buttons, but as professionals we should not take things personal. Students need to know that we care about them, even when they make bad decisions.

All the Best, Jeff

Week 3: Caught in Action

From Lesson Plan #5! Observation by Jeff. 

Week 3: Lesson Plan Commentary #2

UCLA Center X TEP

Elementary Unit/ Lesson Planning Commentary

Your Name: Liz Lee

Date: 2/4/14

Unit/Lesson Title:  Making Numbers on a Hundred Chart

Grade Level and Content Area: 1^st Math

Number of Students: 23

Total Amount of Time: 30-45 min

1. Learning Goals/Standards: What concepts, essential questions or key skills will be your focus? What do you want your students to know at the end of this unit/lesson?

I will be focusing on the concept of adding 10 and taking away 10 from a number and how to identify the pattern on the hundred chart. Students will be able to understand that they move down when adding 10 more and move up when taking away 10. Students will also know that the one’s place stays the same while the tens place only increases or decreases.

2. Rationale: Why is this content important for your students to learn and how does it promote social justice?

This content is important for my students because they will be able to recognize numbers more thoroughly and understand the patterns/sequences of numbers on the hundred chart. Also, this will help students to improve in adding and subtracting and grasp a better understanding of place value. This concept promotes social justice by giving all students the opportunity to learn these patterns and math skills.

3. Identifying and supporting language needs: What are the language demands of the unit/lesson? How do you plan to support students in meeting their English language development needs (including academic language)?

Some of the academic language we will use in the lesson are 1 more than, 1 less than, 10 more than, 10 less than, left, right, up, down. For language learners, I will have visuals/manipulatives to show specifically what it means to add 10 more or take away 10 from a number. I will also use the hundred chart and a cursor to show how to move 10 more and 10 less by going up and down.

4. Accessing prior knowledge and building upon students’ backgrounds, interests and needs:  How do your choices of instructional strategies, materials and sequence of learning tasks connect with your students’ backgrounds, interests, and needs?

I will be using a stuffed animal/puppet polar bear to grab the students’ attentions. I will also talk about family since the math story is connected to family. Some students will be able to share about their family. I will also tell a math story about Polie the Baby Polar Bear and his family to engage the students and use goldfish to show how many fish the polar bears ate. I will be using many visuals and manipulatives so that students understand what exactly is going on in the story. The informal assessment activity is also a fun game that students can enjoy and also show their understanding.

5. Accommodations: What accommodations or support will you use for all students (including English Language Learners and students with special educational needs, i.e. GATE students and students with IEP’s)?  Explain how these features of your learning and assessment tasks will provide all students access to the curriculum and allow them to demonstrate their learning.

For students who are struggling, I will use a lot of visuals and show representations of the numbers such as ten frames/cubes and goldfish. For the activity, I will pass out templates so that students who are struggling can follow along. Students who show more trouble will work in a small group with an adult. Students who are excelling and finish the activity early will do the activity again without the template and try to attempt the equations on their own.

 

6. Theory: Which theories support your unit/lesson plan? (explain the connections)

Sociocultural theory is heavily embedded in my lesson plan. I planned this lesson thinking of things that my students would enjoy. I thought about their interests, so I am incorporating a puppet, goldfish, and polar bears to connect to this math lesson. Rather than teaching right away the concept of 10 more and 10 less, this will be an information gap for the students as they listen to the story and try to figure out for themselves the concept that will be introduced. Through the visuals and story, students can use prior knowledge to understand the new concept. Also, they will have the opportunity to even talk about their family in the beginning, getting to know the students better.

Cognitive theory is also incorporated in the lesson as students must use their prior knowledge when adding 10 more and 10 less and utilize the hundred chart.

7. Reflection: (answer the following questions after the teaching of this unit/lesson) What do you feel was successful in your lesson and why? If you could go back and teach this learning segment again to the same group of students, what would you do differently in relation to planning, instruction, and assessment?  How could the changes improve the learning of students with different needs and characteristics? 

Teaching the 10 more and 10 less with the polar bears helped so much to make it engaging with the students. Also, having a puppet really caught their attention and kept the students hooked. Having the students share about their own families was also successful because students were able to personally share about themselves, allowing the lesson to become more personal for them. Writing out the story also helped the students follow along because they were able to keep up with the story. Using the number chart and stopping after each paragraph helped the students to understand that adding 10 more means taking one step down the number chart and taking away 10 means taking one step up the number chart.

If I could change some things, I would better distribute the material. I would set up everything before the students come in the class after recess and put the worksheets on their desks since I know they will be going to the rug. Also, I would do the activity together with the class till lunch because the activity needed a lot more scaffolding. I would also practice using the overhead/camera so students can see it clearer. These changes can improve the learning of students w/ different needs and characteristics by going step by step with them and modeling the assignment/concept better. Also, the students who need extra help can personally work with the guiding teacher better instead of having all of these students constantly coming up to both of us with questions about the assignment.

**Commentary is required for all UCLA elementary formal observations **